學前融合教育實施成效評估：以南投縣幼兒園為例

NHUIR > College of Social Sciences > Department of International and China Studies, The M.A. Program of Asia-Pacific Studies and Public Policy Studies > Disserations and Theses(M.A. Program in Asia-Pacific Studies) > Item 987654321/23374

Please use this identifier to cite or link to this item: http://nhuir.nhu.edu.tw/handle/987654321/23374

Title:	學前融合教育實施成效評估：以南投縣幼兒園為例
Other Titles:	An Evaluation of Preschool Inclusive Education in Nantou County
Authors:	李幸娟 Li, Hsing-Chuan
Contributors:	國際事務與企業學系亞太研究碩士班戴東清 Dong-Chiwg Day
Keywords:	融合教育政策;學前融合教育;實施成效;教保人員;特殊教育法 inclusive education policy;preschool inclusive education;practice effect;preschool teachers;special education
Date:	2015
Issue Date:	2015-09-10 15:48:26 (UTC+8)
Abstract:	本研究之主要目的在於探討南投縣幼兒園實施學前融合教育的成效評估之研究，並根據研究結果提出建議，以供教育行政機關與學校參考。本研究採取問卷調查法，以南投縣103學年度南投縣幼兒園有收托特殊障礙學童的教保人員為問卷調查對象，計共有90間幼兒園有收托特殊障礙學童，共發放180份問卷，回收154份問卷，回收率約85.6%。問卷調查資料，以描述統計、單因子變異數分析等統計方法進行分析。根據研究結果，獲致結論如下：一、在整體實施成效部份，以「學校師生接納態度」面向的實施成效分數最高，其次為「課程與教學調整」面向、「學校資源與支持」面向及「無障礙環境與輔助科技」面向。二、在個人背景變項部份，僅有教育背景在統計上有達到顯著差異。總體來看，幼兒園教師、保育員、代理代課老師的實施成效皆大於其他組別。三、在學校背景變項部份，學校類型在「學校師生接納態度」面向達到統計上顯著差異。班級人數在「無障礙環境與輔助科技」達到統計上顯著差異。　　The aim of this study was to explore the evaluation of preschool inclusive education at kindergarten in Nantou County. According to the study outcome, some concrete suggestions brought up as references for the correlated study in the future. For this purpose, the study questionnaire-based, file analysis, supplemented. Questionnaire survey: 103 year get 90 kindergarten caregivers. A total of 180 questionnaires, 154 were valid, the available rate of 85.6%. Questionnaire data were analyzed by frequency distribution, percentage, mean, standard deviation, ANOVA and Scheffé correlation and other statistical methods. The results are summarized as follows:1. The degree of inclusion education by “The admission of school teachers and students” to be highest, others were “The adjustment of curriculum and teaching”, “The school resources and the support system” and “Barrier Free Environment and the Assistive Technology”.2. The varieties of different caregivers' backgrounds to inclusion education show partly significant differences. The degree of practice effect by ＂Kindergarten teacher＂, ＂child-care educator＂, and ＂substitute teacher＂ were higher than ＂others＂.3. For different schools' backgrounds, there were significant difference in ＂The admission of school teachers and students＂ by teachers with different classroom members.
Appears in Collections:	[Department of International and China Studies, The M.A. Program of Asia-Pacific Studies and Public Policy Studies] Disserations and Theses(M.A. Program in Asia-Pacific Studies)

Files in This Item:

File	Description	Size	Format
103NHU00025030-001.pdf		1542Kb	Adobe PDF	718	View/Open
index.html		0Kb	HTML	273	View/Open

Loading...